Teaching Under the Executive (Dis)orders on Immigration/English: Resistencia y Colaboración Through Writing

ABSTRACT The new administration's executive order can have a dire impact on the ways we teach (bi)literacy and bilingualism. In this era of executive (dis)orders surrounding immigration and English as the national language, what does it mean to teach bilingual education? As bilingual educators, the current context calls for us to revisit and recommit ourselves to serving bilingual and multilingual students using a bilingual and biliteracy lens. In this practitioner piece, four bilingual, Latine educators write personal narratives, testimonios, in order to center our work of service and resilience. Testimonios provide a way for us to analyze, process, collaborate, and resist through writing. Through the use of testimonios, our voices become louder, bringing visibility to communities and experiences that have long been ignored and marginalized. We hope to engage in continued dialogue and community, voicing our collective dreams of having bilingual/multilingual education that focuses on students and ourselves, cultivating connections and comunidad.